Summary of Unit A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
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Essential Questions What will guide student
inquiry?
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Academic Standards Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
WORKPLACE SKILLS STANDARDS STANDARD 1 FOUNDATIONS 1WP-F1. Describe how the five senses are used in communications PO 1. Identify the five senses PO 2. Provide examples of each sense in action 1WP-F2. Respond to oral presentations by formulating relevant questions and opinions and summarizing accurately PO 1. Recognize the content of an oral presentation PO 2. Ask questions relating to content PO 3. State opinions relating to content PO 4. Develop summary of relevant content 1WP-F3. Apply critical listening skills (e.g., listening for content, long-term contexts, emotional meaning, following directions) PO 1. Listen effectively PO 2. Analyze/evaluate orally received information PO 3. Respond appropriately 1WP-F4. Listen to an oral presentation, evaluate, and express an opinion orally PO 1. Recognize the content of an oral presentation PO 2. Develop summary of relevant content 1WP-F5. Share ideas, opinions and information with a group, choosing vocabulary that communicates messages clearly, precisely and effectively PO 1. Participate in groups PO 2. Speak to a group PO 3. Share writing with a group 1WP-F6. Write communications that have a definite audience and clear purpose, are well organized, and use appropriate conjunctions and transition words to tie ideas together 1WP-F7. Determine the main idea or essential message of a text PO 1. Identify the main idea and relevant facts in a reading selection PO 2. Sequence a series of events from a reading selection PO 3. Compare characters (e.g., traits, roles, similarities, differences) in a reading selection PO 4. Identify the author’s main purpose (e.g., to inform, to entertain, to persuade, to describe) in a reading selection
Student Outcomes What will students learn
and do?
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Assessment Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
Overview
Title:
Grade Level:
Subject Area:
Time Frame:
Description
Summer: Complete the first three sections
School Year: Complete the entire proposal
Language from Bloom's Taxonomy for describing student outcomes may be found at:
http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm
A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
What will guide student
inquiry?
Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
STANDARD 1
FOUNDATIONS
1WP-F1. Describe how the five senses are used in communications
PO 1. Identify the five senses
PO 2. Provide examples of each sense in action
1WP-F2. Respond to oral presentations by formulating relevant questions and opinions
and summarizing accurately
PO 1. Recognize the content of an oral presentation
PO 2. Ask questions relating to content
PO 3. State opinions relating to content
PO 4. Develop summary of relevant content
1WP-F3. Apply critical listening skills (e.g., listening for content, long-term contexts,
emotional meaning, following directions)
PO 1. Listen effectively
PO 2. Analyze/evaluate orally received information
PO 3. Respond appropriately
1WP-F4. Listen to an oral presentation, evaluate, and express an opinion orally
PO 1. Recognize the content of an oral presentation
PO 2. Develop summary of relevant content
1WP-F5. Share ideas, opinions and information with a group, choosing vocabulary that
communicates messages clearly, precisely and effectively
PO 1. Participate in groups
PO 2. Speak to a group
PO 3. Share writing with a group
1WP-F6. Write communications that have a definite audience and clear purpose, are
well organized, and use appropriate conjunctions and transition words to tie ideas
together
1WP-F7. Determine the main idea or essential message of a text
PO 1. Identify the main idea and relevant facts in a reading selection
PO 2. Sequence a series of events from a reading selection
PO 3. Compare characters (e.g., traits, roles, similarities, differences) in a reading selection
PO 4. Identify the author’s main purpose (e.g., to inform, to entertain, to persuade, to
describe) in a reading selection
What will students learn
and do?
Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
(e.g., content,
technology, etc.)
- Steps in the process
- Responsibilities
- Guiding
- Questions
- Student products
- Computers
- Software
- URLs
- ameras
- Presentation Device
- Handouts, Books
- Supplies, Other
- Location
- Teacher / Student roles
- Group Dynamics
- Interactions with experts,
other educators, etc.,
if applicable
Special Ed, Gifted, ELL